the national center on advancing person-centered practices ......goal 3: by september 30, 2020,...
TRANSCRIPT
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The National Center on Advancing Person-Centered Practices and Systems
Bevin Croft, MPP, PhD, NCAPPS Co-Director
September 5, 2019
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NCAPPS OVERVIEW
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“ The goal of NCAPPS is to promote systems change that makes person-centered principles not just an aspiration but a reality in the lives of people across the lifespan.
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What is person-centered thinking, planning, and practice?
Person-centered thinking
• A foundational principle requiring consistency in language, values, and actions
• The person and their loved ones are experts in their own lives
• Equal emphasis on quality of life, well-being, and informed choice
Person-centered planning • A methodology that identifies and addresses the preferences and interests for
a desired life and the supports (paid and unpaid) to achieve it
• Directed by the person, supported by others selected by the person
Person-centered practices
• Alignment of services and systems to ensure the person has access to the full benefits of community living
• Service delivery that facilitates the achievement of the person’s desired outcomes
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NCAPPS Leadership Team
Administration for Community Living (ACL):
• Shawn Terrell
• Serena Lowe
• Thom Campbell
• Dana Fink
• Joseph Lugo
Centers for Medicare & Medicaid Services (CMS)
• Amanda Hill
• Melissa Harris
Human Services Research Institute (HSRI):
• Co-Directors - Alixe Bonardi and Bevin Croft
• PAL-Group Coordinator – Nicole LeBlanc
• Project Coordinator – Miso Kwak
• TA Leads - Yoshi Kardell, Jami Petner-Arrey, Teresita Camacho-Gonsalves, Alena Vasquez
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National Organization Partners
• National Association of State Head Injury Administrators (NASHIA)
• National Association of States United for Aging and Disabilities (NASUAD)
• National Association of State Directors of Developmental Disabilities Services (NASDDDS)
• National Association of State Mental Health Program Directors (NASMHPD)
• National Association of County Behavioral Health and Developmental Disabilities Directors (NACBHDD)
• National Association of Medicaid Directors (NAMD)
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Subject Matter Experts
• Georgetown National Center for Cultural Competence
• Support Development Associates
• University of Missouri Kansas City Institute for Human Development
• Independent Living Research Utilization and the National Center for Aging and Disability
• Mission Analytics
• Applied Self Direction
• Collective Insight
• Eden Alternative
• Pioneer Network
• Live & Learn, Inc.
• Joe Caldwell, PhD
• Suzanne Crisp
• Mark Friedman, PhD
• Janis Tondora, PsyD
…and others
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Person-Centered Advisory and Leadership Group (PAL-Group)
• Majority are people with direct lived experience of navigating HCBS systems
• Membership built with a strong focus on diversity of perspectives, experiences, and backgrounds
• Promotes and actualizes participant engagement in all NCAPPS components and activities
• Meets twice a year, plus additional ad hoc meetings and communications
• As subject matter experts, members will contribute to webinars, resource development
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“ To be person-centered means to
function in a way that creates a
culture where staff and providers
presume competence, have high
expectations and embrace the
dignity of risk. Learning to “Let Go”
is one thing we must strive for as a
system. By doing this it will support
people with disabilities to live the
DREAM and experience life to the
fullest.
Nicole LeBlanc – PAL-Group Coordinator 9
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Our Website
ncapps.acl.gov
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NCAPPS Webinars
• Delivered by national experts and people with lived experience
• Coordinated and hosted by HSRI
• Free and open to the public
• Topics derived from technical assistance and priorities identified by the PAL-Group
• All webinars recorded and archived on our website ncapps.acl.gov
July 2019 Webinar Pieces of the Same Puzzle: The Role of Culture in Person-Centered Thinking, Planning, and Practice August 2019 Webinar: Considering Brain Injury: Why Being Brain Injury–Informed Is a Critical Component of Person-Centered Thinking, Planning, and Practice September Webinar: Microboards 101: An Introduction to a Person-Centered Solution Offering Full Accountability, Active Community Support, and Lifelong Continuity of Care Monday, September 16th, 2:00pm to 3:30pm Eastern To register, visit: https://zoom.us/webinar/register/WN_qXFYpdO4R3i_NgA6umB6_g
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Learning Collaboratives
Goal: Promote peer-to-peer learning to accelerate improvement efforts
• Structured group work with support from subject matter experts
• 12-24 months duration, depending on topic and improvement framework
• Membership open to technical assistance recipients and other system stakeholders with expressed interest
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Learning Collaborative Topics
• Person-Centered Thinking, Planning, and Practice for People with Brain Injury [FALL 2019]
• Beyond Compliance: Enhancing Person-Centered Thinking, Planning, and Practice in Alignment with the HCBS Final Rule [SPRING 2020]
• Tribal Adaptations to Person-Centered Thinking, Planning, and Practice [FALL 2020]
• In the Driver’s Seat: Realizing the Promise of Self-Direction [TBD]
• Amplifying the Voice of Lived Experience in Human Service Systems [TBD]
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NCAPPS Technical Assistance Overview
Goal: Support systems change efforts so the participant and family are at the center of thinking, planning, and practice
• Available to up to 15 States, Tribes, or Territories each year
• Up to 100 hours per year for three years
• Delivered by national experts based on a detailed technical assistance plan
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1 2 3
Technical Assistance Expectations
With HSRI support, selected technical assistance recipients:
Develop concrete
goals and objectives
based on one or more
technical assistance
domains (practice,
policy, payment,
participant
engagement)
Create an evaluation plan for collecting, analyzing, and reporting whether and how each technical assistance goal will be met
Establish strategies
for meaningful
participant and
family engagement in
the technical
assistance process
and all systems
change efforts
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Selected States and Lead Agencies
State Lead Agency
Alabama Alabama Department of Mental Health (DMH)
Colorado Colorado Department of Health Care Policy and Financing (HCPF)
Connecticut Connecticut Department of Rehabilitation Services (DORS) State Unit on Aging
Georgia Georgia Department of Human Services (DHS) Division of Aging Services (DAS)
Hawaii Hawaii Department of Human Services (DHS) Med-QUEST Division
Idaho Idaho Department of Health and Welfare, Division of Medicaid
Kentucky Kentucky Department for Aging and Independent Living (DAIL)
Montana Montana Department of Public Health and Human Services (DPHHS) Senior and Long Term Care
North Dakota North Dakota Department of Human Services (DHS)
Ohio Ohio Department of Medicaid (ODM)
Oregon Oregon Department of Human Services (DHS) Aging and People with Disabilities (APD)
Pennsylvania Pennsylvania Department of Aging (DOA) Aging and Disability Resource Office
Texas Medicaid and CHIP/ Policy and Program Development/ Texas Health and Human Services
Utah Utah Division of Services for People with Disabilities (DSPD)
Virginia Virginia Department for Aging and Rehabilitative Services (DARS) 16
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UTAH’S TA GOALS AND CURRENT OBJECTIVES
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Goal 1: By March 31, 2020, DSPD will identify and test two specific strategies to support greater levels of self-advocate, service user, and family engagement.
1. Map existing engagement strategies already in place and their strengths and opportunities for improvement (e.g., existing vs. intended target groups, focus, frequency, accommodations, feedback loop).Identify and secure engagement with all relevant stakeholders, including service users and families
2. Using the Asset Map, identify two new engagement strategies to test.
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Goal 2: By September 30, 2019, DSPD will create a draft Communications Strategy that outlines a plan for increasing stakeholder buy-in and awareness of person-centered thinking, planning, and practice.
1. Draft a Communications Strategy for increasing stakeholder buy-in and awareness of person-centered practice. The Communications Strategy will detail regular and ongoing communications with service users and families and providers, identify multiple methods of communication, and strategies for measuring the effectiveness of the communications strategy so that it can be refined over time.
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Goal 3: By September 30, 2020, ensure that person-centered thinking and planning are translated into practice through revised Person-Centered Support Planning standards and procedures.
1. Develop an outline for a user manual of the PCSP process.
2. Identify a suite of potential person-centered planning tools (including pre-planning tools) to be used in the PCSP process.
3. Create a draft protocol for integrating the use of those tools into the PCSP process and electronic health record.
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Jenny Turner, LCSW • Sibling of two sisters, one who is in her
30s with a disability
• Licensed as a Clinical Social Worker
• Formerly a Support Coordinator and Director of a Provider Agency
• Senior Research Associate, UMKC Institute for Human Development
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What is a Communit
y of Practice?
University of Kansas City Institute for Human Development, UCEDD
conducts and collaborates on a wide
variety of applied research projects to develop, implement,
and evaluate new ideas and promising practices
that support healthy, inclusive communities.
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Exchange
• Access to Resources and Tools
• Training
• Technical Assistance
• Innovate and Enhance
• Develop
• Research
Build Collaborate
• Network and
Connect
• Share Learning
• Share Stories
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Services and Supports are Evolving
Everyone exists within the context
of family and community
Traditional Disability Services
Integrated Services and Supports within context of person,
family and community
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1950s Mom------------Parent-----Family Movement
1970s Self-Advocacy and Independent Living Movements (Nothing about me, without me!)
2000s Siblings Movement
1960s Medicaid and Medicare Established
1980s Medicaid Waiver (Community Supports)
2010s Affordable Care Act
1970s Rehab Act: 504 Plans
1975s Education for All Children
1990s IDEA and ADA
2000’s Community and Society
Joining Forces for a New Vision
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Expectations, Values, Culture
Federal Budget
Demand for Services
Current Reality of Services and Supports
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What is a Communit
y of Practice?
The significant problems we face can not be solved at the same level of thinking we were at when we created them. Albert Einstein
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Type of Change that is Needed
Transitional Change
• “Retooling” the system and its practices to fit the new model
• Mergers, consolidations, reorganizations, revising systematic payment structures,
• Creating new services, processes, systems and products to replace the traditional one
Transformation Change
• Fundamental reordering of thinking, beliefs, culture, relationships, and behavior
• Turns assumptions inside out and disrupts familiar rituals and structures
• Rejects command and control relationships in favor of co-creative partnerships
Creating Blue Space, Hanns Meissner, 2013
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What is a Communit
y of Practice?
Goal of the National CoP
To build capacity, through a community of practice,
across and within States to create policies, practices
and systems to better assist and support
families that include a member with an intellectual and developmental disability
across the lifespan.
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2011
National
Agenda on
Supporting
Families
(Wingspread)
2010
Missouri
UCEDD and
Mo Family to
Family
2012
National
Community of
Practice
on Supporting
Families
Supporting Families
LifeCourse Principles
Charting the LifeCourse
Framework and Tools
Evolution of CtLC Framework
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Application of Charting the LifeCourse
Guiding Framework
Tools
Practices
Guides thinking and problem-solving
Educational Resources Planning & Problem-solving
Worksheets
Specific Area (action, policy, procedure)
to enhance or change
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Thinking That Guides the Framework
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Core Belief: All people and their
families have the right to live, love, work, play and pursue their life aspirations in their
community.
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National “All People” with ID/DD
100% 4.7 Million
people with
developmental
disabilities
75%
National %
Receiving State
DD Services
25%
** Based on national definition of developmental disability with a prevalence rate of 1.49%
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4.7 million estimated People with Developmental Disabilities*
75% 3,500,000
Living at
Home
12%
672,000
Not Known to
Services
11% 528,000
Out of Home
Services
Larson, S.A., Eschenbacher, H.J., Anderson, L.L., Taylor, B., Pengell, S., Hewitt , A., Sowers, M., &
Bourne, M.L. (2017). In-Home and Residential Long-Term Supports and Services for Persons with
Intellectual or Developmental Disabilities: Status and trends through 2015. Minneapolis: University of
Minnesota, Research and Training Center on Community Living, Institute on Community Integration.
Where do People with ID/DD Live?
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What is a Communit
y of Practice?
• Family is defined by the
individual
• Individuals and their family may need supports that adjust as roles and needs of all members change
• Not dependent upon where the person lives
All Individuals Exist in the Context of
Family
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Caring About
Affection & Self-Esteem
Repository of knowledge
Lifetime commitment
Caring For
Provider of day-to-day care
Material/Financial
Facilitator of inclusion & membership
Advocate for support
*Adapted from Bigby & Fyffe (2012), Dally (1988), Turnbull et all (2011)
All People Exist Within the Context of Family and Community
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Good Life for ALL
Individuals will achieve self-determination,
interdependence, productivity, integration,
and inclusion in all facets of community life
Families will be supported in ways that
maximize their capacity, strengths, and
unique abilities to best nurture, love, and
support all individual members to achieve
their goals
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What is a Communit
y of Practice?
Vision of a Good Life
The future is not something we enter. The future is
something that we create. And creating that future
requires us to make choices and decisions that begin with
a dream
What I Want for Quality of LIFE
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What is a Communit
y of Practice?
Vision of a Good Life
Vision of What I Don’t Want
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Friends, family, enough money, job I like, home, faith, vacations, health, choice,
freedom
Vision of What I Don’t Want
Friends, family, enough money, job I like, home, faith, vacations, health, choice,
freedom
Vision of What I Don’t Want
Trajectory Towards a Good Life
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Trajectory Towards a Good Life
Getting
New
Diagnosis
Parents
Turn 65
Medicare &
SSDI
Leaving
Early
Childhood/
enter school
Transition
planning
Living
Adult Life
My parents have
passed away,
what do I do?
Turning 18.
Leaving
school at
18 or 21
Chores and
allowance
Scouts, 4H, faith groups
Playing sports or an instrument Making Mistakes
Learning to say “no”
Birthday parties with friends
Summer jobs,
babysitting
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Anticipatory Guidance & Life
Experiences
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Integrated Life Domains
Daily Life and Employment (school/education, employment,
volunteering, routines, life skills)
Community Living (housing, living options, home
adaptations and modifications,
community access, transportation)
Social and Spirituality (friends, relationships, leisure activities,
personal networks, faith community)
Healthy Living (medical, behavioral, nutrition, wellness,
affordable care)
Safety and Security (emergencies, well-being, legal rights
and issues, guardianship options and
alternatives )
Citizenship and Advocacy (valued roles, making choices, setting
goals, responsibility, leadership, peer
support)
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Integrated Life Domains
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Discovery
&
Navigation
(Info and
Training)
Connecting &
Networking
(Talking to
someone that
has been there)
Goods &
Services
(Day to Day,
Medical,
Financial
Supports)
Three Types of Support
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Three Types of Support
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Integrated Services and
Supports
More than “Natural
Supports and
Formal, paid developmental
disability services and supports
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Integrated Support Star
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Integrated Supports and
Services
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Integrated Support Cheat Sheets
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BEFORE: Services and Supports
Mom, Dad
DDD Self-Directed waiver PCA staff;
Medicaid; Special Needs Trust
Ben’s Services & Supports
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i-pad when home alone; digital watch
Able to stay home alone for up to an hour; has &
can use i-pad;
AFTER: Services and Supports
Mom, Dad, Matt, Zac, Ali, Chad,
Ericka, Roy, Carol, Nick,
Spohn,
Firemen at ESFD; coaches & staff at ES high school; Omni bus;
DDD Self-Directed waiver PCA staff;
Medicaid; Special Needs Trust
Ben’s Services & Supports
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Ben’s Life Activities
Can stay home alone
for up to one hour
I-pad to watch WWE network and music videos; facebook
Ben’s Life Activities
Fire Station, Wal-Mart, movies, bowling, Sonic, Price Chopper, Church, High School, IHD
Mom, Dad, Matt, Zac & Ali; firemen
friends; Nick, Spohn, Mike,
Ange, Chad, Ericka & twins
Paid staff thru SD waiver help with activities,
ADL’s & access community; therapeutic
riding
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Goal Attainment
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Human Needs of Person and their Family
System Requirements (Federal, State, Organizational)
Front Door
Interaction Intake &
Assessment
Person Centered
Plan Process
Check-In &
Monitoring
Annual
Meeting
Touchpoints between Person/Family and LTSS Delivering
Services Accessing
Supports
Balancing Human and System Needs
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Putting the Framework into Action
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Meet Mike
Meet Mike… About Mike
• 16-year-old young man who lives with parents and an older brother • Attends XYZ high school and attends most general education classes (with the help of class within
a class in several classes and one hour in the special education life skills classroom daily) • Very social and loves being around his friends and classmates.
Interests: • Mike likes anything and everything sports, especially enjoys football, baseball and basketball. • Football and basketball manager for his middle school and high school teams. • Wishes he could play on the HS sports teams but he doesn’t have the skill level or endurance
needed. Health:
• Mike gets tired if he is on his feet for too long, and does best when he can sit down frequently • His mom says she doesn’t know if he has the endurance to work an 8-hour day. • He has cerebral palsy and intellectual/developmental disability
Employment: • When asked what kind of job he is interested in, he says he hopes he can someday work at Royals
stadium. His mom reports he gets excited watching the Royals grounds crew before and during games
• Mike’s parents would love to see him employed as an adult, but they have no ideas about what is possible or what kind of a job would suit Mike
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Discovering Who
• Adapted from The Learning Community for Person Centered Practices and Helen Sanderson Associates
• to learn more: http://helensandersonassociates.co.uk/person-centred-practice/one-page-profiles/one-page-profile-templates/
• List positive
strengths, talents
and qualities.
• Ask family or
others who know
you well for input
• People, places & things important to you.
• Hobbies, possessions, rituals, routines, family culture.
• What do you value most?
.
• Specific kinds of support that are helpful,
and what is not.
• Support you need to create the best
environment and outcomes in your life.
• What is your preferred learning
style?
• What keeps you motivated?
• How are you best encouraged?
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1. Describe Mike’s vision for overall “Good
Life”
2. Then list what is not wanted
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3. Current age 4. Past life experiences (positive or negative impact on trajectory)
5. Life experiences moving forward to try or avoid
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Discovering How
i-pad/smart phone
apps, remote
monitoring, cognitive
accessibility,
Adaptive
equipment
family, friends,
neighbors, co-
workers, church
members, community
members
school, businesses, church faith
based, parks & rec, public
transportation
SHS services, Special Ed,
Medicaid, Voc Rehab, Food
Stamps, Section 8
resources, skills, abilities
characteristics
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Discovering Who
Our Responses…
• Social and friendly
• Helpful and enthusiastic
• Family and friends
• Sports!
• Make sure I am connected with friends and peers
• I need to sit or be able to take frequent breaks
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Discovering How
• Social • Knowledgeable
about sports • Experience as team
manager
• Parents • Brother • Teachers • Coaches • Class-
mates
• Life Skills class
• Class within class
• XYZ High School
• Sports teams/events
Mike
• Need to find out more information
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Tips and Tricks
• You don’t have to FILL THE PORTFOLIO OUT in front of person/family
• The Portfolio doesn’t have to be completed in order - from front to back if it doesn’t make sense for a particular person or circumstance (find what works best for your style and the person you are working with)
• Could use Portfolio to take notes as you have a conversation
• Don’t have to “fill out” the entire portfolio – do what makes sense
• Sometimes you just use the framework to have conversations
• Could give it (in person or send ahead of time) to the person/family and ask them to look it over and get back with you to discuss
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Using CtLC to Implement and Monitor Goals/Objectives
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Goal Attainment
Planning and
Tracking Success
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Achieving our Goals…
• Define expected success (3 stars) for a healthy living goal • Describe what exceeding success (4 or 5 stars) and minimum
success (1 or 2 stars) looks like • Explore strategies and supports for success • Reflect on what’s working/barriers to success in meeting
goals
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Goal Attainment Tool
• Step 1: Decide on a Goal
• Step 2: Define what Success looks like
• Step 3: Define Strategies to that will help you reach the goal
• Step 4: Describe the Integrated Supports who can help you practice the strategies
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Mike’s Goal Attainment Sheet
Step 1: Decide on a Goal
Goals are part of our Vision for a Good Life
GOAL: Mike will gain work experience in a sports related
field
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Mike’s Definition of Success
Step 2: Define Success
• Sometimes, success means that we have reached our goal… what would that look like?
• Sometimes, success means that we are actively working on our goal… what would that look like?
Success means doing things
that will help me reach my goal.
Mike will gain work experience in a sports related field
Mike will volunteer in 3 settings
Mike will have 1 or more paid work experiences
Mike will shadow at least 1 setting
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Mike’s Strategies
• How will you be successful?
• What can you do?
• When will you do it?
• Where will you do it?
• How often will you do it?
• Who can help you?
• What do you need to do?
Success means doing things that will help me reach my goal.
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Identify Supports
What supports can be leveraged
for action strategies?
• Social • Knowledgeable
about sports • Experience as team
manager
• Parents • Brother • Teachers • Coaches • Class-
mates
• Life Skills class
• Class within class
• XYZ High School
• Sports teams/events
Mike
• Need to find out more information
Using Integrated Supports helps me to do things that make me successful.
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Identify Supports
What supports can be leveraged
for action strategies?
Using Integrated Supports helps me to do things that make me successful.
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Tracking Success
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Comprehensive, Integrated & Coordinated Across All Life Domains and
Stages Pediatrician, Families and Friends,
Faith based
IDEA Part C, Parents as Teachers,
Health, Headstart
School, Special Education, Health,
Recreation
Vocational Rehab, Health,
Employment, College, Military
Disability Services, Health,
Housing, College, Careers
Retirement, Aging System, Health
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Elevating the Voice of All Team Members
Supporting Person’s
Self-Determination
& Self-Advocacy
Supporting
Families
Across the
Lifespan
Supporting
Person-Centered
Practices
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Tools for All Team Members
Self-Advocate
Tools & Resources
Family Perspective
Tools
Formal Planning
Tools and Forms
Planning for Life Outcomes
and/or
Service Planning
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Vision for a Person
Centered System
In the RIGHT box… write your vision for DSPD
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Vision for a Person
Centered System
In the RIGHT box… write what you DON’T want for
DSPD
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ASSET MAPPING AND COMMUNICATIONS STRATEGY
86
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Communication Plan: Our Guiding Principles (1 of 2)
• We believe that “least restrictive” setting is the right place for all individuals to live, regardless if one has a disability or not.
• We believe that individuals and families, once educated, will see the opportunities afforded to them through the HCBS Setting Rule.
• We believe families deserve to be together and to make choices.
• We believe individuals should be given more opportunities to live, work, and socialize within the communities they live as a result of our HCHS Setting changes.
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Communication Plan: Our Guiding Principles (2 of 2)
• We understand that many people feel comfortable where they live and want to stay there; our policies and practices needs to respect all informed choices.
• We understand it is our responsibility to get all stakeholders to the table, informing them of the HCBS Settings Rule and engaging them in systems change.
• We believe the HCBS Settings Rule will inform and enhance our existing system of support, leading to enhanced quality of life of those we support.
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Communication Plan: Our Short-Term Goals • Educate service users, families, self-advocates, advocates, providers, and state
agency partners about the HCBS Settings Rule and the re-design process.
• Provide concrete strategies for service users, self-advocates, and families to be the driving force in the redesign process.
• Support providers to understand the opportunities afforded to them under the HCBS Settings Rule.
• Provide concrete strategies to support providers to become compliant with the HCBS Settings Rule.
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Communication Plan: Some Obstacles to Communication • This topic does not impact me
• I don’t have anything to give to this process
• I don’t have internet
• This information is too complicated
• I need help accessing this information, but you don’t know how to help me
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Communication Plan: Our Methods
How should we communicate with stakeholders about the HCBS Settings Rule and Future Systems Change Needs?
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Stakeholder Engagement Asset Mapping
• Engagement often already happening, but knowledge of what is occurring and who is leading is not known system-wide
• Asset Mapping allows you to take a ‘snapshot’ of your system and engagement efforts
• Asset Mapping includes both written and visual displays of your existing stakeholder engagement assets
• Asset Mapping informs steps required to improve engagement methods while also building on the resources already in place
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Asset Mapping Process
Define your Scope
Clarify your Target Groups
Define your Terms
Brainstorm Existing Initiatives
Search for Information
MAP!
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Our Asset Mapping Focus
We want to…
• Understand our existing strategies to engage service users,
self advocates, family members, and advocates.
• Focus on individuals who are accessing or would like to
access home and community-based services through
Medicaid Waivers, including individuals who are living in
Intermediate Care Facilities (ICFs).
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Our Asset Mapping Focus
Clarifying our Target Groups
Service Users
Family Members
Self Advocates
Advocates
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Sample of our Assets for Engaging Service Users & Family
Service Users & Family
Members
Center for People with Disabilities Utah Parent
Center
Passages Program
In Reach (ICFs)
Project PEER Vendors and Community
Rehabilitation Partners
Disability Resource
Center(s) and School
Systems
Disability Law Center
Utah 2-1-1
Centers for Independent
Living
• What Disability Groups are Not Well Represented in this Visual?
• Can you think of other Assets to add?
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Sample of our Assets for Engaging Self Advocates
• What Disability Groups are Not Well Represented in this Visual?
• Can you think of other Assets to add?
Self-Advocates
Brain Injury Association of
Utah Speakers Network
Passages Program
Utah Developmental
Disabilities Council
Project PEER
NINJA Youth Programming
Leadership Academy of
Utah
Transition Parent and
Youth Training, CPD
DSPD Disabilities Advisory Council
EmployAbility Clinic, CPD
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Advocates
Utah Developmental
Disabilities Council
DSPD Disabilities Advisory Council
Governor's Committee on
Employment for People with Disabilities
Centers for Independent
Living
Disability Law Center
Disability Rights Action
Committee
Brain Injury Association of
Utah
Sample of our Assets for Engaging Advocates
• What Disability Groups are Not Well Represented in this Visual?
• Can you think of other Assets to add?
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Vision for Provider’s
Role
In the RIGHT box… write what
you want for providers
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Vision for a Person
Centered System
In the RIGHT box… write what you DON’T want for
providers
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BREAK Please put your post-its on the Asset Map Papers around the room.
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Reflections and Questions
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Aha! Moments
• What is one thing you can do in your own life or role?
• What is one thing your
organization can do? • What is one change
you would like to see at the system level?
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Jennifer “Jenny” Turner, LCSW
816-235-5450
Lifecoursetools.com
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NCAPPS is funded and led by the Administration for Community Living and the Centers for Medicare & Medicaid Services and is administered by HSRI.
Thank you. Stay in touch at https://ncapps.acl.gov
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